本研究遵循量化研究方式，选取北京市六所中小学为样本学校，共发放问卷460份，收回问卷424份，有效问卷403份，对教师心理资本的内容结构及其与教师职业倦怠、教学自主权的的关系进行了探讨和研究，主要得出以下结论： 1. 中小学教师心理资本是一个多维度的内容结构，除了希望、乐观、教学效能感、坚韧性之外，还包括爱心、耐心、责任感和沟通合作。 2. 中小学教师心理资本存在人口学变量上的差异。不同性别的教师在爱心、耐心和乐观维度上存在显著差异。不同年龄的教师在教学效能感维度上存在显著性的差异。不同教龄的教师在教学效能感以及乐观维度上存在显著性差异。不同学历的教师在希望以及教学效能感维度上存在显著性差异。不同职称的教师在耐心、教学效能感和乐观维度上存在显著性差异。不同月收入的教师在希望、爱心和教学效能感维度上存在显著性差异。是否有班主任经历的不同教师在希望维度上存在显著的差异。不同学校类型的教师心理资本及其各维度不存在显著性差异。 3. 教师心理资本及其各维度与教师职业倦怠的情绪衰竭维度、低个人成就感维度以及非人性化维度之间呈现显著负相关；与认知枯竭维度之间不存在显著性相关。进行分层回归方程，“希望”、“坚韧性”、“乐观”对情绪衰竭具有显著负向预测作用；“爱心”、“教学效能感”、“乐观”对低个人成就感具有显著负向预测作用。 4. 教学自主权及其各维度与教师心理资本的希望、爱心、耐心、教学效能感、坚韧性、乐观、责任感七个维度之间存在显著正相关，与沟通合作之间无显著相关。进行分层回归方程，“希望”、“教学效能感”对课程自主权维度具有显著的正向预测作用；“希望”对一般教学自主权维度具有显著正向预测作用。 5. 课程自主权与低个人成就感和非人性化维度之间呈现显著负相关，与情绪衰竭、认知枯竭维度之间未呈现显著相关；一般教学自主权与情绪衰竭、低个人成就感和非人性化维度之间呈现显著负相关，与认知枯竭维度之间未呈现显著相关。进行分层回归方程，“课程自主权”对低个人成就感维度具有显著负向预测作用；“一般教学自主权”对情绪衰竭、低个人成就感和非人性化维度产生显著负向预测作用。 6. 本研究为进一步阐释教师心理资本与教师职业倦怠、教学自主权的关系，建构了三者之间的结构方程模型，研究发现，教师心理资本对教师职业倦怠具有显著负向预测作用；教师心理资本对教学自主权有正向预测作用；教学自主权对教师职业倦怠具有负向预测作用。

Follow the quantitative research approach, this study selected six elementary and middle schools in Beijing, 460 questionnaires were issued, and 424 questionnaires were taken back, among which 403 were valid. We explored the content structer of primary and middle school teachers’ psychological capital and its relationship with teacher job burnout and teaching automomy, the results indicated that: 1. Primary and secondary school teachers' psychological capital is a multi-dimensional content structure, in addition to the hope, optimism, teaching self-efficacy, resilience, including love, patience, and sense of responsibility and communication cooperation. 2. Primary and secondary school teachers' psychological capital exists difference on demographic variables. There were significant differences in the dimension of love, patience and optimistic with different gender. There were significant differences in the dimension of teaching self-efficacy with different age. There were significant differences in the dimension of teaching self-efficacy and optimitic with different teaching experience. There were significant differences in the dimension of hope and teaching self-efficacy with different degree. There were significant differences in the dimension of patience, teaching self-efficacy and optimistic with different title. There were significant differences in the dimension of hope, love and teaching self-efficacy with different monthly income. There were significant differences in the dimension of hope whether he is a class teacher or not. There were no significant differences in the dimension of teachers' psychological capital with different types of school. 3. The relationship of teachers’ psychological capital and emotional exhaustion, depersonalization reduced, personal accomplishment shows significant negetive correlation.There was no significant correlation with cognitive exhaustion. The result of Hierarchical regression equation showed that, "hope dimension"," resilience dimension","optimistic dimension"have a significant negetive prediction function on the role of emotional exhaustion dimension; "love dimension"," teaching self-efficacy dimension","optimistic dimension" have a significant negetive prediction function on the personal accomplishment. 4. The relationship of teaching autonomy and hope, love, patience, teaching self-efficacy, optimism, resilience, sense of responsibility shows significant positive correlation. There was no significant correlation with communication cooperation. The result of Hierarchical regression equation showed that, "hope dimension" and "teaching self-efficacy dimension" have a significant positive prediction function on the curriculum autonomy dimension; "hope dimension" has a significant positive prediction function on the general teaching autonomy. 5. The correlation between curriculum autonomy dimension and personal accomplishment, depersonalization reduced dimension has significantly negetive function, and the relationship of the general teaching autonomy and emotional exhaustion, depersonalization reduced, personal accomplishment shows significant negetive correlation. But there was no significant correlation with cognitive exhaustion. The result of Hierarchical regression equation showed that, “curriculum autonomy dimension " has a significant negetive prediction function on the personal accomplishment dimension; " the general teaching autonomy dimension" has a significant negetive prediction function on the emotional exhaustion, depersonalization reduced and personal accomplishment. 6. To further explain the relationship of teachers' psychological capital，teacher job burnout and teaching autonomy , the reach build a structural equation model .The study found that teachers' psychological capital has negative predictive prediction on teacher job burnout, and significant forecasts on teaching autonomy. Teaching autonomy has negative predictive prediction on teacher job burnout.